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Proposta de diretrizes para o desenvolvimento da gestão do conhecimento por meio de comunidades de prática; Proposal of guidelines for the development of knowledge management by means of communities of practice

Silva, Roberta Salgado Gonçalves da
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 21/02/2011 PT
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São propostas vinte e duas diretrizes para desenvolver a gestão do conhecimento por meio de comunidades de prática, com o auxílio da cultura organizacional e da tecnologia de informação e comunicação. A pesquisa se utilizou de um questionário e uma entrevista submetidos a tomadores de decisão nas áreas de recursos humanos e de tecnologia da informação em organizações empresariais no interior do Estado de São Paulo. Verificou-se que existem tecnologias de informação e comunicação disponíveis para iniciar o desenvolvimento de comunidades de prática, e identificou-se que ocorrem práticas de gestão do conhecimento em algumas organizações. O conhecimento é uma fonte crítica que tem encorajado as organizações a darem mais atenção ao seu gerenciamento, sendo necessário para estabelecer um ambiente de inovação nas organizações no contexto da nova economia. Consequentemente, o desenvolvimento da gestão do conhecimento por meio de comunidades de prática é uma forma de alcançar essa capacidade estratégica crítica.; This dissertation proposes twenty-two guidelines for the development of knowledge management by means of communities of practice with the support of organizational culture and information and communication technologies the research comprehended a questionnaire as well as an interview intended for decision makers in the area of human resources and information technology in enterprises in the interior of São Paulo state. It was possible to observe that there exist information and communication technologies available for the development of communities of practice and the occurrence of practices of knowledge management was identified in some organizations. Knowledge is a critical resource that has encouraged organizations to devote more attention to their management. Is is also necessary for the establishment of an innovation environment in the organizations within the context of the new economy. Therefore the development of knowledge management by means of communities of practice is a way to achieve such a critical strategic capacity.

Innovation through virtual communities of practice: motivations and constraints in the knowledge-creation process

Correia, Ana Maria R.; Mesquita, A.; Paulos, A.
Fonte: Universidade Nova de Lisboa Publicador: Universidade Nova de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2010 ENG
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This paper appears in International Journal of Projectics. Vol 4(1), pp. 39-49; Communities of Practice(CoP) are places which provide a sound basis for organizational learning, enabling knowledge creation and acquisition,thereby improving organizational performance, leveraging innovation and consequently increasing competitiveness. Virtual Communities of Practice (VCoP) can perform a central role in promoting communication and collaboration between members who are dispersed in both time and space. The ongoing case study, described here, aims to identify both the motivations and the constraints that members of an organization experience when taking part in the knowledge creating and sharing processes of the VCoP to which they belong. Based on a literature review, we have identified several factors that influence such processes; they are used to analyze the results of interviews carried out in this study of three multinationals.

The sustainability and dynamics of knowledge in expert communities: a comparative exploration of communities of practice

Daniel, L.; Rathnappulige, S.
Fonte: International Journal of Arts & Sciences Publicador: International Journal of Arts & Sciences
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
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Resiliant and appropriate mechanisms of learning and knowledge sharing are key to the constructive and sustainable development of knowledge and innovation in expert communities. Research exploring such mechanisms among different groups of experts, as examples of communities of practice, was undertaken both inside and outside formal organizations to reveal common foundations and different motivations. In the expanding knowledge economy, the need for organizations to cultivate and manage knowledge s their critical resource is an imperative. There is no doubt that communities of practice have a central role in the capability development. An interpretive approach was employed for this exploratory research; the findings indicate that expert knowledge is a complex outcome of social and contextual factors, and individual agendas. Further the sustainability and dynamics of expert knowledge in communities of practice is an outcome of these socio-contextual drivers as each collective negotiates the relevance or redundancy of knowledge for their shared objectives.; Lisa J. Daniel and Sasikala Rathnappulige

Creating value through social processes: An exploration of knowledge dynamics in expert communities of practice

Rathnappulige, S.; Daniel, L.
Fonte: Inderscience Enterprises Ltd Publicador: Inderscience Enterprises Ltd
Tipo: Artigo de Revista Científica
Publicado em //2013 EN
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This research explores how communities of practice facilitate knowledge dynamics through unique social processes. Despite the growing focus on communities of practice as an effective way to facilitate knowledge management and innovation, the social processes used by such communities to engage in continuous knowledge sharing and new idea generation is yet to be fully explored. In particular, this study focuses on how expert communities operating within organisational boundaries use social processes to share knowledge among members which enhances their creativity and innovative outcomes within such expert communities. The findings highlight the significance of actively encouraging and supporting the cultivation of social networks within their organisations to create value through fostering knowledge sharing and new idea generation. Therefore, it is important for managers and senior members to recognise the value of social interactions when facilitating knowledge sharing and innovation within organisational communities.; Sasikala Rathnappulige and Lisa Daniel

Formal and Informal Learning: Incorporating Communities of Practice into Professional Development

Hara, Noriko
Fonte: Rob Kling Center for Social Informatics Publicador: Rob Kling Center for Social Informatics
Tipo: Trabalho em Andamento Formato: 51231 bytes; 10176 bytes; text/html; image/jpeg
EN_US
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The field of professional training has a long tradition of supporting learning and performance through formal training. This paper raises questions about the focus on formal learning and proposes a new way of incorporating communities of practice into professional development. Communities of practice are informal networks that support a group of practitioners in developing a shared meaning and engaging in knowledge building among the members. The purposes of this paper are to describe informal and formal learning found in organizations and to discuss the implications of informal and formal learning in communities of practice for general professional development.; Indiana University

IT Supports for Communities of Practice: An Empirically-based Framework

Hara, Noriko; Kling, Rob
Fonte: Rob Kling Center for Social Informatics Publicador: Rob Kling Center for Social Informatics
Tipo: Trabalho em Andamento Formato: 69427 bytes; 10176 bytes; 98469 bytes; text/html; image/jpeg; image/jpeg
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Despite strong interest among practitioners and scholars, the study of communities of practice (CoPs) and Information Technology (IT) is short of empirical research. This paper presents a theoretical framework for communities of practice and provides alternative perspectives on IT supports for communities of practice. The framework was developed based on the literature and ethnographic case studies of communities of practice within two organizations. The study examines how people share and construct their knowledge and how they use collaborative IT to support work practices in two organizations. The surprising finding is that the groups that used IT most intensively had the least well-developed CoPs. The results of the study would inform practice and research in Knowledge Management.; Indiana University

Online Communities of Practice Typology Revisited

Hara, Noriko; Shachaf, Pnina; Stoerger, Sharon
Fonte: Sage Publications Publicador: Sage Publications
Tipo: Artigo de Revista Científica
EN
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This paper outlines a typology for online communities of practice. The typology is based on findings from observations of three online communities of practice, a content analysis of messages, and a review of the existing literature. The three examples of communities of practice are of electronic discussion lists that cover topics of interest to university webmasters, librarians, and educators. This work expands on a typology that consolidated prior research and focused on online communities of practice within organizational settings by extending it to be inclusive of open online communities of practice that are not constrained by any organizational context. Characterizing communities of practice in this manner enables various aspects of them to be analysed, which can illuminate ways to support the implementation of effective online communities of practice for specific purposes.

Evaluación y diseño de videojuegos: generando objetos de aprendizaje en comunidades de práctica; Evaluation and Design of Video Games: Creating Objects of Learning in Communities of Practice

del Moral Pérez, Mª Esther; Villalustre Martínez, Lourdes; Yuste Tosina, Rocío; Esnaola, Graciela
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
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Los videojuegos superan los contextos de ocio y se pueden considerar como hipertextos lúdicos, que configuran modelos de aprendizaje y favorecen el desarrollo y adquisición de determinadas competencias y habilidades mediante la formulación de prácticas formativas que transcienden a las tradiciones. En el presente artículo se pone de manifiesto la aplicabiblidad de los videojuegos desde el punto de vista educativo, ofreciendo a los docentes orientaciones para su incorporación en el aula. Se describe, de igual modo, una herramienta de ayuda para la evaluación de videojuegos con el fin de facilitar su integración curricular y aprovechamiento didáctico a través de tres grandes dimensiones de análisis que pueden ser utilizadas, a su vez, para el diseño de videojuegos educativos. En el documento, se presentan diferentes herramientas educativas para el diseño de videojuegos, que pueden ser exportados como objetos de aprendizaje facilitando su reutilización y transferencia a otros contextos y situaciones formativas. Compartir e intercambiar estos objetos de aprendizaje de carácter lúdico a través de comunidades de práctica supone para el profesorado un gran apoyo y una fuente de recursos importante.; The videogames and leisure contexts can be considered as ludic hypertexts...

Learning within communities of practice in preservice secondary school teachers education

G??mez, Pedro; Rico Romero, Luis
Fonte: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI). Publicador: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI).
Tipo: Artigo de Revista Científica
EN
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We present the main features of a study that explored the learning processes of a group of preservice mathematics teachers in a methods course. We discuss the implications of using the communities of practice perspective in designing and developing teacher training programs.; En este estudio exploramos los procesos de aprendizaje de un grupo de futuros profesores de matem??ticas en una asignatura de formaci??n inicial. Discutimos las implicaciones de utilizar la perspectiva de las comunidades de pr??ctica para el dise??o y desarrollo de planes de formaci??n de profesores.

Information Technology Support for Communities of Practice: How Public Defenders Learn about Winning and Losing in Court

Hara, Noriko
Fonte: Wiley-Blackwell Publicador: Wiley-Blackwell
Tipo: Artigo de Revista Científica
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The aim of this article is to examine the role of information technologies (IT) in supporting practice and professional identity formation, both major axes for communities of practice. The article uses an ethnographic case study to understand how public defenders learn to improve their court performance. The concept of “communities of practice” helps to illuminate how the attorneys in a public defender's office share knowledge in order to practice effectively in court. This article presents findings that a community of practice serves as effective scaffolding to support professional development; this is especially true for the practice component. Further, this case study indicates that information technologies, such as listservs, are not very effective social integrators for professionals who work at different sites. In particular, today's IT forums are most effective when used for sharing technical information about work, and least effective for sharing important cultural meanings about how professionals should approach their work and develop professional identities. This research advances our understanding of the complexity of organizing communities of practice to support professional groups of colleagues and of organizing IT-enabled support for various activities of the community.

A formação estatistica e pedagogica do professor de matematica em comunidades de pratica; The formation pedagogy and statistic of the teacher of mathematics in communities of practice

Admur Severino Pamplona
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 09/03/2009 PT
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Neste trabalho discute-se a aprendizagem-ensino da Estatística na formação do Professor de Matemática, ressaltando as práticas pedagógicas nela envolvidas. Para tanto, realizou-se uma pesquisa na qual foi utilizado um instrumento da História Oral, a "Narrativa Biográfica", para a recolha de dados. Tais narrativas foram obtidas de professores experientes que têm atuado no ensino de estatística, em cursos de formação de professores de matemática (Licenciatura em Matemática) em universidades paulistas. Como instrumento de análise, utilizou-se a "Teoria Social da Aprendizagem", de Wenger, sobre comunidade de prática, a partir da perspectiva histórico-cultural vygotskiana. Para compreender as práticas de formação pedagógicas presentes na formação estatísticas do professor de matemática, tanto alunos como professores foram considerados membros de uma mesma comunidade de prática, já que os sujeitos da pesquisa narraram suas práticas de formação tanto como alunos quanto como professores formadores. Para a análise esteve também presente pelo menos duas conjecturas: uma é "toda prática de formação estatística tem imbricada uma prática de formação pedagógica" e outra, surgida a partir dos estudos de Lee Shulman...

Processos de colaboração e liderança em comunidades de prática online : o caso da @rcaComum, uma comunidade ibero-americana de profissionais de educação de infância; Processes of collaboration and leadership in online communities of practice : the case of @rcaComum, an ibero-American community for pre-school education professionals; Procesos de colaboración y liderazgo en comunidades de practica onliine : caso de @rcaComum, una comunidad iberoamericana de profesionales de educación de infancia

Pinto, Maribel dos Santos Miranda
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 18/05/2009 POR
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Tese de doutoramento em Estudos da Criança (área de conhecimento em Tecnologias da Informação e Comunicação); Face aos desafios que a sociedade actual nos coloca, muito em especial os que são suscitados pela chamada Sociedade da Informação e do Conhecimento, coloca-se aos educadores a necessidade de uma constante renovação de saberes e de uma sistemática actualização de competências, incluindo a capacidade de mediar a utilização, pelos educandos, dos recursos tecnológicos. Num contexto em que, através de aplicações da Web 2.0, a tecnologia suporta e desenvolve verdadeiras redes distribuídas, com ferramentas que nos permitem ser autores e construtores de diversos cenários sociais e de aprendizagem, coloca-se aos docentes a necessidade de alterar significativamente as suas práticas. Também assim sucede com os profissionais de Educação de Infância, uma vez que o uso das TIC em geral e do acesso a Internet, em particular, se observa em crianças cada vez mais novas, pese embora ainda se verifique uma incipiente integração dessas tecnologias nas estruturas educativas correspondentes. Num tal contexto, o presente trabalho estuda uma comunidade de prática online, como ambiente potencialmente favorável a colaboração entre profissionais de Educação de Infância. Para esse efeito dinamizamos e estudamos o caso da @rcaComum...

Virtual Communities of Practice: Design and Development of Support Platforms and Participation Fostering

Andrade, António Carneiro de
Fonte: Instituto Politécnico do Porto. Instituto Superior de Engenharia do Porto. Publicador: Instituto Politécnico do Porto. Instituto Superior de Engenharia do Porto.
Tipo: Dissertação de Mestrado
Publicado em //2014 ENG
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Mestrado em Engenharia Informática - Área de Especialização em Sistemas Gráficos e Multimédia; A aprendizagem em ambientes informais tem vindo a ser cada vez mais reconhecida quer como meio de aprendizagem continua em domínios de evolução rápida quer como alternativa aos ambientes de formação formal. Crescendo sobre o conceito de aprendizagem situada e colocando em prática a teoria de aprendizagem conectivista, as comunidades de prática são plataformas ideais para este modelo de aquisição de conhecimento. Esta dissertação aborda o seu potencial, analisa a implementação de três comunidades e faz a avaliação detalhada de uma delas. O seu objetivo é, por um lado, implementar e testar um estrutura de suporte a comunidades de prática virtuais e, por outro, experimentar mecanismos de animação e motivação para a participação. Numa primeira fase é feito o levantamento do estado da arte na literatura. O primeiro exemplo documentado de uma comunidade de prática relaciona-se com um grupo de representantes da Xerox que na década de 80 se reúne espontaneamente para trocar dicas que otimizem o seu trabalho. A partir dessa primeira observação, as próprias empresas reconhecem o potencial destas estruturas e suportam-nas internamente...

Innovation through virtual communities of Practice: motivation and constraints in the knowledge-creation process

Correia, Ana Maria Ramalho; Mesquita, Anabela; Paulos, Alice
Fonte: Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do Porto Publicador: Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do Porto
Tipo: Artigo de Revista Científica
Publicado em //2008 ENG
Relevância na Pesquisa
95.71%
Communities of Practice are places which provide a sound basis for organizational learning, enabling knowledge creation and acquisition thus improving organizational performance, leveraging innovation and consequently increasing competitively. Virtual Communities of Practice (VCoP‟s) can perform a central role in promoting communication and collaboration between members who are dispersed in both time and space. The ongoing case study, described here, aims to identify both the motivations and the constraints that members of an organization experience when taking part in the knowledge creating processes of the VCoP‟s to which they belong. Based on a literature review, we have identified several factors that influence such processes; they will be used to analyse the results of interviews carried out with the leaders of VCoP‟s in four multinationals. As future work, a questionnaire will be developed and administered to the other members of these VCoP‟s

Virtual communities of practice: investigating motivations and constraints in the processes of knowledge creation and transfer

Correia, Ana Maria Ramalho; Paulos, Alice; Mesquita, Anabela
Fonte: Academic Conferences Ltd Publicador: Academic Conferences Ltd
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
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With accelerated market volatility, faster response times and increased globalization, business environments are going through a major transformation and firms have intensified their search for strategies which can give them competitive advantage. This requires that companies continuously innovate, to think of new ideas that can be transformed or implemented as products, processes or services, generating value for the firm. Innovative solutions and processes are usually developed by a group of people, working together. A grouping of people that share and create new knowledge can be considered as a Community of Practice (CoP). CoP’s are places which provide a sound basis for organizational learning and encourage knowledge creation and acquisition. Virtual Communities of Practice (VCoP's) can perform a central role in promoting communication and collaboration between members who are dispersed in both time and space. Nevertheless, it is known that not all CoP's and VCoP's share the same levels of performance or produce the same results. This means that there are factors that enable or constrain the process of knowledge creation. With this in mind, we developed a case study in order to identify both the motivations and the constraints that members of an organization experience when taking part in the knowledge creating processes of VCoP's. Results show that organizational culture and professional and personal development play an important role in these processes. No interviewee referred to direct financial rewards as a motivation factor for participation in VCoPs. Most identified the difficulty in aligning objectives established by the management with justification for the time spent in the VCoP. The interviewees also said that technology is not a constraint.

Identifying communities of practice through mobile phone data

Pucci,Paola
Fonte: Pontifícia Universidade Católica do Paraná Publicador: Pontifícia Universidade Católica do Paraná
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2014 EN
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This paper focuses on the potentialities offered by mobile phone data to a reading of the site practices and rhythms of usage of the contemporary city by identifying the principal mobile practices of different urban populations. Beginning with the results of a research carried out in the Italian region of Lombardy, utilising mobile phone data provided by Telecom Italia, the paper will demonstrate how new maps, based on mobile phone data and better tailored to the dynamic processes taking place, can represent spatialized urban practices, provide new insights into the analysis of space-time patterns of mobility practices and be employed to recognise different "communities of practice". Mobile traffic data were treated as the effect of individual behaviours and habits that become aggregates, offering information about the features of usage of urban spaces that vary in time. The outcomes permit a visualisation of the spatial distribution of mobility flows, in addition to describing the experiential dimensions of commuting rhythms. It is possible to argue that commuting can be conceived as a mobile practice that exploits a rich variety of places of use in accordance with the temporal organisation of a day. The processing of mobile phone data...

Parental engagement as a ‘boundary practice’ in a classroom community of practice : implications for Latina/o students’ mathematical learning

Quintos, Beatriz; Civil, Marta
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2007 ENG
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Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008.; Urban education is in need of practices that break down the hierarchical and hegemonic relations that often characterize parental involvement in U.S. schools, particularly in minoritized communities. Within the framework of communities of practice, the concept of Boundary practices (Wegner, 1998) addresses the connection or disconnection, inclusion or exclusion, between members of two or more communities. In this case, our analysis describes how some practices afford the inclusion of family members and their funds of knowledge, while others exclude them from legitimate peripheral participation (Lave & Wegner, 1991). Embedded in this analysis are the historical inequities of opportunity and unequal power relations. We underscore the key role that legitimate and peripheral access in a community plays for students’ mathematical learning and the inclusion of their families. This research uses case studies to bridge local particulars to the abstract social phenomenon of learning practices. We use ethnographic tools to collect the data and an analysis based on grounded theory to explore the emergent themes. The research takes place in a fifth-grade classroom in an urban elementary school in the southwest United States...

Multilingualism as legitimate shared repertoires in school communities of practice: Students' and teachers' discursive constructions of languages in two schools in England

Liu, Yongcan; Evans, Michael
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Article; accepted version
EN
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This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/0305764X.2015.1091441; The paper reports on the findings of a 12-month project within a broader research programme that looks at a group of East European students with English as an Additional Language (EAL) in England. The data are derived from interviews with the students and teachers in two schools. The findings show that EAL students had a keen interest in English. This attitude contrasted with their reluctance to use and talk about their home language, as a result of language loss and fear of being bullied. Teachers? attitudes towards languages were also mixed, ranging from support for ?free use of languages? , to ?restricted use of home language? , and to ?use of English only?. The paper further argues that multilingualism can be theorised as legitimate shared repertoires of school communities of practice. Practical implications are drawn which suggest that students? and teachers? voices should be acted upon and translated into school language policies.; This work was supported by a three-year grant from the Bell Foundation. We are grateful to the Bell Foundation and Diana Sutton for supporting the research on which this article was based and to the research team which included Madeleine Arnot...

Comunidades de Prática: Criação e Compartilhamento do Conhecimento; Comunidades de Práctica: Creación y Acción de Compartir el Conocimiento; Communities of Practice: Creating and Sharing Knowledge

Hartung, Kaytson; Oliveira, Mirian Oliveira
Fonte: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade Publicador: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 02/09/2013 ENG
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Este artigo tem como objetivo analisar as estratégias adotadas pelas Comunidades de Prática (CoP) para criar e compartilhar o conhecimento. O método utilizado foi o estudo de caso múltiplo. Os dados foram coletados por meio de entrevistas, análise de documentos e observação. As estratégias adotadas pelas CoPs são predominantemente focadas no compartilhamento do conhecimento e não na criação de conhecimento, o que pode influenciar diretamente na capacidade da empresa de inovar com base nas CoPs. Nas CoPs analisadas, a falta de suporte da empresa às CoPs e a motivação predominantemente individual dos participantes são potenciais razões para a ênfase dada ao compartilhamento do conhecimento e não à criação de conhecimento. Com base na análise das CoPs, identificou-se que: o suporte da empresa influencia na ênfase, pela CoP, na criação ou no compartilhamento do conhecimento; o suporte da empresa influencia no tipo das atividades desenvolvidas pela CoP e nos fatores que motivam os funcionários a participar delas; a motivação dos participantes influencia no foco pela CoP, em criar ou compartilhar conhecimento; as atividades da CoP bem como a confiança entre os membros da CoP influenciam no foco na criação ou no compartilhamento do conhecimento.; This study aims to analyze the strategies adopted by Communities of Practice (CoPs) in relation to the creation and sharing of knowledge. For this purpose...

Mentoring novice researchers in higher education: A "communities of practice" perspective

Schulze,S.
Fonte: Koers Publicador: Koers
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
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This article reports on the mentoring of novice researchers, in particular of women and black academics, at a South African higher education institution. The model used for mentoring was informed by a "communities of practice" perspective which used situated and constructivist learning theories as a conceptual framework. One mentor and eleven protégés were involved. The protégés were divided into three groups of two, four and five participants each. Each group functioned as a community of practice (CoP) and embarked on a research project of its own choice. The purpose of the study was to evaluate the mentoring model, and therefore it explains the participants' views of their learning and development from a CoP perspective. Data were collected by means of interviews and observation. The findings indicate how the development of the protégés from legitimate peripheral to more central participation was influenced by the university context, activities and relationships in each CoP, and participants' individual dispositions. Recommendations to improve the model and for further study are made.